University of Rochester

About: University of Rochester is a education organization based out in Rochester, New York, United States. It is known for research contribution in the topics: Population & Laser. The organization has 63915 authors who have published 112762 publications receiving 5484122 citations. The organization is also known as: Rochester University.

KTE-X19 CAR T-Cell Therapy in Relapsed or Refractory Mantle-Cell Lymphoma

Abstract: Background Patients with relapsed or refractory mantle-cell lymphoma who have disease progression during or after the receipt of Bruton’s tyrosine kinase (BTK) inhibitor therapy have a poo...

What It Takes to Do Well in School and Whether I've Got It: A Process Model of Perceived Control and Children's Engagement and Achievement in School

Abstract: A new conceptualization of perceived control was used to test a process model describing the contribution of these perceptions to school achievement for students in elementary school (N = 220). Three sets of beliefs were distinguished: (a) expectations about whether one can influence success and failure in school (control beliefs); (b) expectations about the strategies that are effective in producing academic outcomes; and (c) expectations about one's own capacities to execute these strategies. Correlational and path analyses were consistent with a process model which predicted that children's perceived control (self-report) influences academic performance (grades and achievement test scores) by promoting or undermining active engagement in learning activities (as reported by teachers) and that teachers positively influence children's perceived control by provision of contingency and involvement (as reported by students). These results have implications for theories of perceived control and also suggest one pathway by which teachers can enhance children's motivation in school. Several decades of research have demonstrated that an important contributor to school performance is an individual's expectations about whether he or she has any control over academic successes and failures. A robust body of empirical findings has been produced using a variety of constructs, such as locus of control, causal attributions, learned helplessness, and self-efficacy. Beginning with the examination of beliefs about whether reinforcements are under internal or external control (Rotter, 1966), empirical evidence has accumulated indicating that children who believe that doing well in school is contingent on their own actions perform better than those who do not (Seligman, 1975). Similarly, children who believe that good grades are caused by internal and controllable causes (like effort; Weiner, 1979), who believe that they can produce the responses that lead to desired outcomes (Bandura, 1977), or who believe that they possess high ability (Harter, 1981; Stipek, 1980) perform better academically. These children score higher on tests of intelligence

Causal inference in multisensory perception.

Abstract: Perceptual events derive their significance to an animal from their meaning about the world, that is from the information they carry about their causes. The brain should thus be able to efficiently infer the causes underlying our sensory events. Here we use multisensory cue combination to study causal inference in perception. We formulate an ideal-observer model that infers whether two sensory cues originate from the same location and that also estimates their location(s). This model accurately predicts the nonlinear integration of cues by human subjects in two auditory-visual localization tasks. The results show that indeed humans can efficiently infer the causal structure as well as the location of causes. By combining insights from the study of causal inference with the ideal-observer approach to sensory cue combination, we show that the capacity to infer causal structure is not limited to conscious, high-level cognition; it is also performed continually and effortlessly in perception.